Explaining the Origins and Expansion of Mass Education

Boli, John; Ramírez, Francisco O.; Meyer, John W.

doi:10.1086/446504

Cited by 344 publications

(161 citation statements)

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“…Over the course of the 20 th century, participation in secondary and post-secondary education expanded tremendously worldwide, but particularly in the West (Boli et al 1985;Aldcroft 1998;Schofer and Meyer 2005;Lutz et al 2007). Male participation in higher education expanded and women's participation even more so.…”

Section: The Expansion Of Female Education and Reproductive Behaviourmentioning

confidence: 99%

The mid-twentieth century Baby Boom and the changing educational gradient in Belgian cohort fertility

Bavel¹

2014

DemRes

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Section: The Expansion Of Female Education and Reproductive Behaviourmentioning

confidence: 99%

The mid-twentieth century Baby Boom and the changing educational gradient in Belgian cohort fertility

Bavel¹

2014

DemRes

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“…An enormous amount of socialization efficacy is again assumed within what may be called this "class reproduction functionalist theory" of mass schooling. The theoretical weakness and empirical shortcomings of this line of thought are also well documented (Archer 1983;Boli, Ramirez, and Meyer 1985; Olneck and Bills 1980;Rubinson 1986).…”

Section: Introductionmentioning

confidence: 98%

World Expansion of Mass Education, 1870-1980

Meyer¹,

Ramírez²,

Soysal³

1992

Sociology of Education

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“…The encounter presented here is particularly useful for exploring the educational field and the influence of other fields on it. The educational field [8] has certain specific historical conditions due to its overall place in society, which makes it a field with very little autonomy that is subject to influence from other fields (Boli et al, 1985;Meyer et al, 1992). This argument is in line with contemporary educational research and the problematisation of various influences on the educational field (see, for example, Grosvenor et al, 1999;Lawn, 2008;Lawn & Grek, 2012).…”

Section: The Methodological Encounter and The Relation Between The Edmentioning

confidence: 99%

Between the Cat and the Principle: An Encounter between Foucault's and Bourdieu's Conceptualisations of Power

Bang

2014

Power and Education

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This article explores the benefits of an encounter between Foucault's and Bourdieu's different conceptualisations of power. The two approaches to power are considered by contemporary research to be irreconcilable, but this article claims that, by engaging both understandings, it is possible to draw a more nuanced map, one which is especially suited to research in power and discourse in educational fields. The article draws on the controversy between Heisenberg's uncertainty principle and Schrödinger's wave image (later formulated as Schrödinger's cat paradox) regarding the nature of the atom as an analogy to show why both conceptualisations are needed in order to understand the nature and manifestation of power. Does power operate as a hierarchy within the field, shaping the practices and habitus of the agents through various forms of capital (Schrödinger's wave image)? And is power distributed across fields and is it only through an archaeological and genealogical analysis that it is possible to get a glimpse of power, which is as elusive as Heisenberg's matrix theory (Heisenberg's uncertainty principle)? Analysing educational fields through an approach drawn from Bourdieu, the article applies sociology-specific methods to measure, quantify and visualise power on a contemporary, manifested and present level. Using a Foucauldian approach, it analyses the history of the present in order to understand how the above dilemma came to be and how it is distributed across various discourses, institutions and practices. It is argued that, when analysing power, a destabilised marriage between Foucault and Bourdieu is needed. Representing PowerPower is both a visible and invisible force. In one movement it shifts forms, changes representations and tries to evade the gaze of the viewer. In the other movement it makes its appearance very visible, articulate and violent. Power is both resistance and domination, locked in an intricate dance. Educational research needs a methodology that is equipped for gazing upon both movements: the visible and the invisible, the articulate and the silent, the immeasurable rationality and the measurable capital.The number of studies of power has exploded since Foucault's authorship (Rabinow & Rose, 2003), and power has become a topic of interest throughout the academic field. This article proposes the analogy that the representation of power has been ascribed the same importance as the quantum had in 1920s physics. Deleuze (2006, p. 59) writes that: 'power is a relation between forces, or rather every relation between forces is a "power relation"'. Power has become the 'relational essence', or the rudimentary concept, throughout social space, akin to how the quantum was the innermost working of the atom. The quantum was the key to explaining new advances in physics and became the philosopher's stone early in the twentieth century. Similarly, through an exploration of how power behaves and is manifested, the contemporary claim is that we can begin to understand how society works and ...

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Explaining the Origins and Expansion of Mass Education

Cited by 344 publications

References 0 publications

The mid-twentieth century Baby Boom and the changing educational gradient in Belgian cohort fertility

The mid-twentieth century Baby Boom and the changing educational gradient in Belgian cohort fertility

World Expansion of Mass Education, 1870-1980

Between the Cat and the Principle: An Encounter between Foucault's and Bourdieu's Conceptualisations of Power

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